From Caterpillars to Butterflies

As most of you are aware, we have experienced quite a life cycle through our painted lady butterflies.  A few blog posts ago, we went into detail with our thoughts about the caterpillars.  I think what was most exciting about them for the children was the hypothesizing.  What would they turn into?  When?  How would they do it?  We had many conversations throughout this process.  If you get a chance, look into what happens to the painted lady butterflies through this process.  It is quite fascinating!





First it starts out as an egg.

Out of the egg comes a caterpillar.  The caterpillar will eat and eat until it grows more and more.















The caterpillar climbs up and makes a hard shell around itself.  Inside the shell the caterpillar changes.



































And then comes the butterfly!



The butterflies came out of the chrysalises and went to look for food (oranges and water we placed inside the net).  We watched the butterflies for a few days as they made their wings stronger.

After observing them for a few days, it was time to let them go.  The children agreed that they needed space to fly around, as the net was too small.  The butterflies would crash into the sides all the time!  Ms. Stoltz discussed last thoughts as the children followed her outside to make the release.  Once in a while we look for the caterpillars outside, but we are content in thinking they have found a new home more suitable for their needs.

Early Childhood Standards of Quality: Early Learning Expectations

1. Visual Arts: Children show how they feel, what they think, and what they are learning through experiences in the visual arts.
2. Writing Skills: Children begin to develop writing skills to communicate and express themselves effectively for a variety of purposes.
3.  Expressive: Children develop abilities to express themselves clearly and communicate ideas to others.
4.  Fine Motor Development: Children experience growth in fine motor development and use small muscles to improve a variety of fine motor skills both in structured and unstructured settings.
5.  Observation and Inquiry: Children develop positive attitudes and gain knowledge about science through observation and active play.

6.  Living and Non-living Things: Children show a beginning awareness of scientific knowledge related to living and non-living things.